Objective: TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people. Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
Representation – Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk. Expression – Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights. Engagement – Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.
Strategic Network (The How of Learning)
Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
Students will create a visual representation of each amendment of the Bill of Rights (10 total). These visuals must accurately show the amendment in use. Visuals must be in color and labeled with the appropriate amendment number on it.
Representation – Read, Discuss, Write, use laptops to access DMAE student handbook Expression – Discussion (with partners, entire class and with teachers) and visual representations Engagement – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.
Affective Network (The Why of Learning)
Representation – Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning. Expression - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning. Engagement – Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices
I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.
||
DWIGHT MORROW HIGH SCHOOL PRE-OBSERVATION CONFERENCE FORM
Name:_Willola M. Ashley
Grade/Class:Nine and Ten/ US History I_
Date of Observation:_3/25/2011
Period to be observed:_2
Please complete this form and send/present at the pre-observation meeting:
1. Instructional Objectives:TLWBATanalyze the Bill of Rights to understand their importance. Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? _ 2. Procedures/Activities: Do Now: “Choose one right you think you have in this school.” Anticipatory Set: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? Day Two - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it. Teach Skill: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights? TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._ 3. Materials:Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies. 4.Assessments: Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets 5. Previous lesson objectives within the past 1or 2 days:TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.
6. Core Curriculum Content Standards:
•
6.1.12 A.1 - Analyze how historical events shape the modern world.
•
6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources.
•
6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.
•
6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.
•
6.4.12 E.6 - Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson).
•
6.4.12 E.7 - Describe the early evolution of the system of government and political parties in the United States (e.g., presidential elections of 1792, 1796, 1800).
•
6.4.12 E.8 - Discuss the implementation of the federal government under the United States Constitution during the presidency of George Washington.
Additional Objectives/Standards : Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights
RECOMMENDED STRATEGIES UTILIZED: (please circle and elaborate)
Critical Thinking Strategies:_Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. _
Interdisciplinary Approach: Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights.
Student Portfolios:
Technology-Based Instruction:_ _
Project-Based Learning:
Collaborative Learning: _Students will work in pairs .
Socratic Discussion:_
Student Self-Assessment:_Exit Tickets_
Multiple Intelligences: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _
Student-Centered Classroom:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.
Teacher Self-Assessment:_Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of thelesson.__
Research-Based Learning:
Understanding by Design_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _
Essential Questions/Big Ideas:_Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.
Power Standards: NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights__
Other:_ Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences__ Suggested Web Sites: accesseric.org/index.html (Eric) http://www.state.nj.us/education/ (NJ Dept. of Ed.) criticalthinking.org (Critical Thinking) http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD)
Objective: TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people. Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
Representation – Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk. Expression – Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights. Engagement – Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.
Strategic Network (The How of Learning)
Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
Students will create a visual representation of each amendment of the Bill of Rights (10 total). These visuals must accurately show the amendment in use. Visuals must be in color and labeled with the appropriate amendment number on it.
Representation – Read, Discuss, Write, use laptops to access DMAE student handbook Expression – Discussion (with partners, entire class and with teachers) and visual representations Engagement – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.
Affective Network (The Why of Learning)
Representation – Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning. Expression - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning. Engagement – Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices
I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.
||
DWIGHT MORROW HIGH SCHOOL PRE-OBSERVATION CONFERENCE FORM
Name:_Willola M. Ashley
Grade/Class:Nine and Ten/ US History I_
Date of Observation:_3/25/2011
Period to be observed:_2
Please complete this form and send/present at the pre-observation meeting:
1. Instructional Objectives:TLWBATanalyze the Bill of Rights to understand their importance. Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? _ 2. Procedures/Activities: Do Now: “Choose one right you think you have in this school.” Anticipatory Set: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? Day Two - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it. Teach Skill: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights? TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._ 3. Materials:Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies. 4.Assessments: Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets 5. Previous lesson objectives within the past 1or 2 days:TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.
6. Core Curriculum Content Standards:
•
6.1.12 A.1 - Analyze how historical events shape the modern world.
•
6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources.
•
6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.
•
6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.
•
6.4.12 E.6 - Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson).
•
6.4.12 E.7 - Describe the early evolution of the system of government and political parties in the United States (e.g., presidential elections of 1792, 1796, 1800).
•
6.4.12 E.8 - Discuss the implementation of the federal government under the United States Constitution during the presidency of George Washington.
Additional Objectives/Standards : Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights
RECOMMENDED STRATEGIES UTILIZED: (please circle and elaborate)
Critical Thinking Strategies:_Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. _
Interdisciplinary Approach: Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights.
Student Portfolios:
Technology-Based Instruction:_ _
Project-Based Learning:
Collaborative Learning: _Students will work in pairs .
Socratic Discussion:_
Student Self-Assessment:_Exit Tickets_
Multiple Intelligences: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _
Student-Centered Classroom:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.
Teacher Self-Assessment:_Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of thelesson.__
Research-Based Learning:
Understanding by Design_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _
Essential Questions/Big Ideas:_Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.
Power Standards: NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights__
Other:_ Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences__ Suggested Web Sites: accesseric.org/index.html (Eric) http://www.state.nj.us/education/ (NJ Dept. of Ed.) criticalthinking.org (Critical Thinking) http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD)
Objective: TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people. Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
Representation – Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk. Expression – Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights. Engagement – Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.
Strategic Network (The How of Learning)
Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
Students will create a visual representation of each amendment of the Bill of Rights (10 total). These visuals must accurately show the amendment in use. Visuals must be in color and labeled with the appropriate amendment number on it.
Representation – Read, Discuss, Write, use laptops to access DMAE student handbook Expression – Discussion (with partners, entire class and with teachers) and visual representations Engagement – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.
Affective Network (The Why of Learning)
Representation – Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning. Expression - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning. Engagement – Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices
I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.
||
DWIGHT MORROW HIGH SCHOOL PRE-OBSERVATION CONFERENCE FORM
Name:_Willola M. Ashley
Grade/Class:Nine and Ten/ US History I_
Date of Observation:_3/25/2011
Period to be observed:_2
Please complete this form and send/present at the pre-observation meeting:
1. Instructional Objectives:TLWBATanalyze the Bill of Rights to understand their importance. Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? _ 2. Procedures/Activities: Do Now: “Choose one right you think you have in this school.” Anticipatory Set: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? Day Two - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it. Teach Skill: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights? TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._ 3. Materials:Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies. 4.Assessments: Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets 5. Previous lesson objectives within the past 1or 2 days:TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.
6. Core Curriculum Content Standards:
•
6.1.12 A.1 - Analyze how historical events shape the modern world.
•
6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources.
•
6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.
•
6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.
•
6.4.12 E.6 - Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson).
•
6.4.12 E.7 - Describe the early evolution of the system of government and political parties in the United States (e.g., presidential elections of 1792, 1796, 1800).
•
6.4.12 E.8 - Discuss the implementation of the federal government under the United States Constitution during the presidency of George Washington.
Additional Objectives/Standards : Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights
RECOMMENDED STRATEGIES UTILIZED: (please circle and elaborate)
Critical Thinking Strategies:_Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. _
Interdisciplinary Approach: Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights.
Student Portfolios:
Technology-Based Instruction:_ _
Project-Based Learning:
Collaborative Learning: _Students will work in pairs .
Socratic Discussion:_
Student Self-Assessment:_Exit Tickets_
Multiple Intelligences: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _
Student-Centered Classroom:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.
Teacher Self-Assessment:_Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of thelesson.__
Research-Based Learning:
Understanding by Design_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _
Essential Questions/Big Ideas:_Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.
Power Standards: NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights__
Other:_ Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences__ Suggested Web Sites: accesseric.org/index.html (Eric) http://www.state.nj.us/education/ (NJ Dept. of Ed.) criticalthinking.org (Critical Thinking) http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD) v
Objective: TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people. Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
Representation – Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk. Expression – Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights. Engagement – Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.
Strategic Network (The How of Learning)
Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
Students will create a visual representation of each amendment of the Bill of Rights (10 total). These visuals must accurately show the amendment in use. Visuals must be in color and labeled with the appropriate amendment number on it.
Representation – Read, Discuss, Write, use laptops to access DMAE student handbook Expression – Discussion (with partners, entire class and with teachers) and visual representations Engagement – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.
Affective Network (The Why of Learning)
Representation – Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning. Expression - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning. Engagement – Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices
I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.
||
DWIGHT MORROW HIGH SCHOOL PRE-OBSERVATION CONFERENCE FORM
Name:_Willola M. Ashley
Grade/Class:Nine and Ten/ US History I_
Date of Observation:_3/25/2011
Period to be observed:_2
Please complete this form and send/present at the pre-observation meeting:
1. Instructional Objectives:TLWBATanalyze the Bill of Rights to understand their importance. Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? _ 2. Procedures/Activities: Do Now: “Choose one right you think you have in this school.” Anticipatory Set: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? Day Two - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it. Teach Skill: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights? TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._ 3. Materials:Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies. 4.Assessments: Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets 5. Previous lesson objectives within the past 1or 2 days:TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.
6. Core Curriculum Content Standards:
•
6.1.12 A.1 - Analyze how historical events shape the modern world.
•
6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources.
•
6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.
•
6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.
•
6.4.12 E.6 - Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson).
•
6.4.12 E.7 - Describe the early evolution of the system of government and political parties in the United States (e.g., presidential elections of 1792, 1796, 1800).
•
6.4.12 E.8 - Discuss the implementation of the federal government under the United States Constitution during the presidency of George Washington.
Additional Objectives/Standards : Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights
RECOMMENDED STRATEGIES UTILIZED: (please circle and elaborate)
Critical Thinking Strategies:_Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. _
Interdisciplinary Approach: Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights.
Student Portfolios:
Technology-Based Instruction:_ _
Project-Based Learning:
Collaborative Learning: _Students will work in pairs .
Socratic Discussion:_
Student Self-Assessment:_Exit Tickets_
Multiple Intelligences: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _
Student-Centered Classroom:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.
Teacher Self-Assessment:_Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of thelesson.__
Research-Based Learning:
Understanding by Design_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _
Essential Questions/Big Ideas:_Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.
Power Standards: NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights__
Other:_ Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences__ Suggested Web Sites: accesseric.org/index.html (Eric) http://www.state.nj.us/education/ (NJ Dept. of Ed.) criticalthinking.org (Critical Thinking) http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD)
Objective: TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people. Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
Representation – Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk. Expression – Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights. Engagement – Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.
Strategic Network (The How of Learning)
Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
Students will create a visual representation of each amendment of the Bill of Rights (10 total). These visuals must accurately show the amendment in use. Visuals must be in color and labeled with the appropriate amendment number on it.
Representation – Read, Discuss, Write, use laptops to access DMAE student handbook Expression – Discussion (with partners, entire class and with teachers) and visual representations Engagement – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.
Affective Network (The Why of Learning)
Representation – Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning. Expression - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning. Engagement – Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices
I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.
||
DWIGHT MORROW HIGH SCHOOL PRE-OBSERVATION CONFERENCE FORM
Name:_Willola M. Ashley
Grade/Class:Nine and Ten/ US History I_
Date of Observation:_3/25/2011
Period to be observed:_2
Please complete this form and send/present at the pre-observation meeting:
1. Instructional Objectives:TLWBATanalyze the Bill of Rights to understand their importance. Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? _ 2. Procedures/Activities: Do Now: “Choose one right you think you have in this school.” Anticipatory Set: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? Day Two - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it. Teach Skill: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights? TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._ 3. Materials:Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies. 4.Assessments: Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets 5. Previous lesson objectives within the past 1or 2 days:TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.
6. Core Curriculum Content Standards:
•
6.1.12 A.1 - Analyze how historical events shape the modern world.
•
6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources.
•
6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.
•
6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.
•
6.4.12 E.6 - Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson).
•
6.4.12 E.7 - Describe the early evolution of the system of government and political parties in the United States (e.g., presidential elections of 1792, 1796, 1800).
•
6.4.12 E.8 - Discuss the implementation of the federal government under the United States Constitution during the presidency of George Washington.
Additional Objectives/Standards : Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights
RECOMMENDED STRATEGIES UTILIZED: (please circle and elaborate)
Critical Thinking Strategies:_Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. _
Interdisciplinary Approach: Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights.
Student Portfolios:
Technology-Based Instruction:_ _
Project-Based Learning:
Collaborative Learning: _Students will work in pairs .
Socratic Discussion:_
Student Self-Assessment:_Exit Tickets_
Multiple Intelligences: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _
Student-Centered Classroom:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.
Teacher Self-Assessment:_Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of thelesson.__
Research-Based Learning:
Understanding by Design_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _
Essential Questions/Big Ideas:_Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.
Power Standards: NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights__
Other:_ Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences__ Suggested Web Sites: accesseric.org/index.html (Eric) http://www.state.nj.us/education/ (NJ Dept. of Ed.) criticalthinking.org (Critical Thinking) http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD)
Objective: TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people. Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
Representation – Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk. Expression – Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights. Engagement – Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.
Strategic Network (The How of Learning)
Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
Students will create a visual representation of each amendment of the Bill of Rights (10 total). These visuals must accurately show the amendment in use. Visuals must be in color and labeled with the appropriate amendment number on it.
Representation – Read, Discuss, Write, use laptops to access DMAE student handbook Expression – Discussion (with partners, entire class and with teachers) and visual representations Engagement – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.
Affective Network (The Why of Learning)
Representation – Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning. Expression - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning. Engagement – Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices
I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.
||
DWIGHT MORROW HIGH SCHOOL PRE-OBSERVATION CONFERENCE FORM
Name:_Willola M. Ashley
Grade/Class:Nine and Ten/ US History I_
Date of Observation:_3/25/2011
Period to be observed:_2
Please complete this form and send/present at the pre-observation meeting:
1. Instructional Objectives:TLWBATanalyze the Bill of Rights to understand their importance. Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? _ 2. Procedures/Activities: Do Now: “Choose one right you think you have in this school.” Anticipatory Set: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? Day Two - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it. Teach Skill: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights? TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._ 3. Materials:Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies. 4.Assessments: Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets 5. Previous lesson objectives within the past 1or 2 days:TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.
6. Core Curriculum Content Standards:
•
6.1.12 A.1 - Analyze how historical events shape the modern world.
•
6.1.12 A.2 - Formulate questions and hypotheses from multiple perspectives, using multiple sources.
•
6.1.12 A.3 - Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.
•
6.1.12 A.4 - Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.
•
6.4.12 E.6 - Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington's Farewell Address (1796), Locke's Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson).
•
6.4.12 E.7 - Describe the early evolution of the system of government and political parties in the United States (e.g., presidential elections of 1792, 1796, 1800).
•
6.4.12 E.8 - Discuss the implementation of the federal government under the United States Constitution during the presidency of George Washington.
Additional Objectives/Standards : Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights
RECOMMENDED STRATEGIES UTILIZED: (please circle and elaborate)
Critical Thinking Strategies:_Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. _
Interdisciplinary Approach: Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights.
Student Portfolios:
Technology-Based Instruction:_ _
Project-Based Learning:
Collaborative Learning: _Students will work in pairs .
Socratic Discussion:_
Student Self-Assessment:_Exit Tickets_
Multiple Intelligences: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _
Student-Centered Classroom:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.
Teacher Self-Assessment:_Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of thelesson.__
Research-Based Learning:
Understanding by Design_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _
Essential Questions/Big Ideas:_Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.
Power Standards: NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights__
Other:_ Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences__ Suggested Web Sites: accesseric.org/index.html (Eric) http://www.state.nj.us/education/ (NJ Dept. of Ed.) criticalthinking.org (Critical Thinking) http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD) v
Recognition Network (the what of learning)
Objective: TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people.
Essential Question: How are the rights of the people protected by/from the Constitution?
Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
Representation – Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk.
Expression – Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights.
Engagement – Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.
Strategic Network (The How of Learning)
Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
Representation – Read, Discuss, Write, use laptops to access DMAE student handbook
Expression – Discussion (with partners, entire class and with teachers) and visual representations
Engagement – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.
Affective Network (The Why of Learning)
Representation – Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning.
Expression - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning.
Engagement – Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices
I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.
||
DWIGHT MORROW HIGH SCHOOL
PRE-OBSERVATION CONFERENCE FORM
Name:_Willola M. Ashley
Grade/Class:Nine and Ten/ US History I_
Date of Observation:_3/25/2011
Period to be observed:_2
Please complete this form and send/present at the pre-observation meeting:
1. Instructional Objectives:TLWBATanalyze the Bill of Rights to understand their importance.
Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? _
2. Procedures/Activities: Do Now: “Choose one right you think you have in this school.” Anticipatory Set: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? Day Two - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it.
Teach Skill: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights?
TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._
3. Materials: Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies.
4.Assessments: Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets
5. Previous lesson objectives within the past 1or 2 days: TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.
6. Core Curriculum Content Standards:
Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic
S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences
NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights
RECOMMENDED STRATEGIES UTILIZED: (please circle and elaborate)
Critical Thinking Strategies:_Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. _
Interdisciplinary Approach: Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights.
Student Portfolios:
Technology-Based Instruction:_ _
Project-Based Learning:
Collaborative Learning: _Students will work in pairs .
Socratic Discussion:_
Student Self-Assessment:_Exit Tickets_
Multiple Intelligences: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _
Student-Centered Classroom:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.
Teacher Self-Assessment:_Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of the lesson.__
Research-Based Learning:
Understanding by Design_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _
Essential Questions/Big Ideas:_Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.
Power Standards: NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights__
Other:_ Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences __
Suggested Web Sites:
accesseric.org/index.html (Eric)
http://www.state.nj.us/education/ (NJ Dept. of Ed.)
criticalthinking.org (Critical Thinking)
http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD)
Recognition Network (the what of learning)
Objective: TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people.
Essential Question: How are the rights of the people protected by/from the Constitution?
Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
Representation – Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk.
Expression – Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights.
Engagement – Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.
Strategic Network (The How of Learning)
Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
Representation – Read, Discuss, Write, use laptops to access DMAE student handbook
Expression – Discussion (with partners, entire class and with teachers) and visual representations
Engagement – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.
Affective Network (The Why of Learning)
Representation – Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning.
Expression - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning.
Engagement – Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices
I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.
||
DWIGHT MORROW HIGH SCHOOL
PRE-OBSERVATION CONFERENCE FORM
Name:_Willola M. Ashley
Grade/Class:Nine and Ten/ US History I_
Date of Observation:_3/25/2011
Period to be observed:_2
Please complete this form and send/present at the pre-observation meeting:
1. Instructional Objectives:TLWBATanalyze the Bill of Rights to understand their importance.
Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? _
2. Procedures/Activities: Do Now: “Choose one right you think you have in this school.” Anticipatory Set: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? Day Two - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it.
Teach Skill: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights?
TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._
3. Materials: Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies.
4.Assessments: Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets
5. Previous lesson objectives within the past 1or 2 days: TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.
6. Core Curriculum Content Standards:
Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic
S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences
NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights
RECOMMENDED STRATEGIES UTILIZED: (please circle and elaborate)
Critical Thinking Strategies:_Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. _
Interdisciplinary Approach: Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights.
Student Portfolios:
Technology-Based Instruction:_ _
Project-Based Learning:
Collaborative Learning: _Students will work in pairs .
Socratic Discussion:_
Student Self-Assessment:_Exit Tickets_
Multiple Intelligences: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _
Student-Centered Classroom:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.
Teacher Self-Assessment:_Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of the lesson.__
Research-Based Learning:
Understanding by Design_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _
Essential Questions/Big Ideas:_Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.
Power Standards: NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights__
Other:_ Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences __
Suggested Web Sites:
accesseric.org/index.html (Eric)
http://www.state.nj.us/education/ (NJ Dept. of Ed.)
criticalthinking.org (Critical Thinking)
http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD)
Recognition Network (the what of learning)
Objective: TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people.
Essential Question: How are the rights of the people protected by/from the Constitution?
Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
Representation – Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk.
Expression – Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights.
Engagement – Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.
Strategic Network (The How of Learning)
Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
Representation – Read, Discuss, Write, use laptops to access DMAE student handbook
Expression – Discussion (with partners, entire class and with teachers) and visual representations
Engagement – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.
Affective Network (The Why of Learning)
Representation – Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning.
Expression - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning.
Engagement – Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices
I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.
||
DWIGHT MORROW HIGH SCHOOL
PRE-OBSERVATION CONFERENCE FORM
Name:_Willola M. Ashley
Grade/Class:Nine and Ten/ US History I_
Date of Observation:_3/25/2011
Period to be observed:_2
Please complete this form and send/present at the pre-observation meeting:
1. Instructional Objectives:TLWBATanalyze the Bill of Rights to understand their importance.
Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? _
2. Procedures/Activities: Do Now: “Choose one right you think you have in this school.” Anticipatory Set: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? Day Two - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it.
Teach Skill: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights?
TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._
3. Materials: Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies.
4.Assessments: Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets
5. Previous lesson objectives within the past 1or 2 days: TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.
6. Core Curriculum Content Standards:
Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic
S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences
NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights
RECOMMENDED STRATEGIES UTILIZED: (please circle and elaborate)
Critical Thinking Strategies:_Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. _
Interdisciplinary Approach: Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights.
Student Portfolios:
Technology-Based Instruction:_ _
Project-Based Learning:
Collaborative Learning: _Students will work in pairs .
Socratic Discussion:_
Student Self-Assessment:_Exit Tickets_
Multiple Intelligences: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _
Student-Centered Classroom:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.
Teacher Self-Assessment:_Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of the lesson.__
Research-Based Learning:
Understanding by Design_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _
Essential Questions/Big Ideas:_Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.
Power Standards: NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights__
Other:_ Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences __
Suggested Web Sites:
accesseric.org/index.html (Eric)
http://www.state.nj.us/education/ (NJ Dept. of Ed.)
criticalthinking.org (Critical Thinking)
http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD) v
Recognition Network (the what of learning)
Objective: TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people.
Essential Question: How are the rights of the people protected by/from the Constitution?
Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
Representation – Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk.
Expression – Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights.
Engagement – Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.
Strategic Network (The How of Learning)
Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
Representation – Read, Discuss, Write, use laptops to access DMAE student handbook
Expression – Discussion (with partners, entire class and with teachers) and visual representations
Engagement – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.
Affective Network (The Why of Learning)
Representation – Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning.
Expression - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning.
Engagement – Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices
I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.
||
DWIGHT MORROW HIGH SCHOOL
PRE-OBSERVATION CONFERENCE FORM
Name:_Willola M. Ashley
Grade/Class:Nine and Ten/ US History I_
Date of Observation:_3/25/2011
Period to be observed:_2
Please complete this form and send/present at the pre-observation meeting:
1. Instructional Objectives:TLWBATanalyze the Bill of Rights to understand their importance.
Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? _
2. Procedures/Activities: Do Now: “Choose one right you think you have in this school.” Anticipatory Set: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? Day Two - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it.
Teach Skill: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights?
TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._
3. Materials: Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies.
4.Assessments: Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets
5. Previous lesson objectives within the past 1or 2 days: TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.
6. Core Curriculum Content Standards:
Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic
S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences
NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights
RECOMMENDED STRATEGIES UTILIZED: (please circle and elaborate)
Critical Thinking Strategies:_Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. _
Interdisciplinary Approach: Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights.
Student Portfolios:
Technology-Based Instruction:_ _
Project-Based Learning:
Collaborative Learning: _Students will work in pairs .
Socratic Discussion:_
Student Self-Assessment:_Exit Tickets_
Multiple Intelligences: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _
Student-Centered Classroom:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.
Teacher Self-Assessment:_Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of the lesson.__
Research-Based Learning:
Understanding by Design_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _
Essential Questions/Big Ideas:_Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.
Power Standards: NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights__
Other:_ Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences __
Suggested Web Sites:
accesseric.org/index.html (Eric)
http://www.state.nj.us/education/ (NJ Dept. of Ed.)
criticalthinking.org (Critical Thinking)
http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD)
Recognition Network (the what of learning)
Objective: TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people.
Essential Question: How are the rights of the people protected by/from the Constitution?
Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
Representation – Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk.
Expression – Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights.
Engagement – Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.
Strategic Network (The How of Learning)
Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
Representation – Read, Discuss, Write, use laptops to access DMAE student handbook
Expression – Discussion (with partners, entire class and with teachers) and visual representations
Engagement – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.
Affective Network (The Why of Learning)
Representation – Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning.
Expression - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning.
Engagement – Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices
I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.
||
DWIGHT MORROW HIGH SCHOOL
PRE-OBSERVATION CONFERENCE FORM
Name:_Willola M. Ashley
Grade/Class:Nine and Ten/ US History I_
Date of Observation:_3/25/2011
Period to be observed:_2
Please complete this form and send/present at the pre-observation meeting:
1. Instructional Objectives:TLWBATanalyze the Bill of Rights to understand their importance.
Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? _
2. Procedures/Activities: Do Now: “Choose one right you think you have in this school.” Anticipatory Set: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? Day Two - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it.
Teach Skill: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights?
TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._
3. Materials: Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies.
4.Assessments: Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets
5. Previous lesson objectives within the past 1or 2 days: TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.
6. Core Curriculum Content Standards:
Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic
S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences
NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights
RECOMMENDED STRATEGIES UTILIZED: (please circle and elaborate)
Critical Thinking Strategies:_Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. _
Interdisciplinary Approach: Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights.
Student Portfolios:
Technology-Based Instruction:_ _
Project-Based Learning:
Collaborative Learning: _Students will work in pairs .
Socratic Discussion:_
Student Self-Assessment:_Exit Tickets_
Multiple Intelligences: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _
Student-Centered Classroom:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.
Teacher Self-Assessment:_Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of the lesson.__
Research-Based Learning:
Understanding by Design_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _
Essential Questions/Big Ideas:_Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.
Power Standards: NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights__
Other:_ Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences __
Suggested Web Sites:
accesseric.org/index.html (Eric)
http://www.state.nj.us/education/ (NJ Dept. of Ed.)
criticalthinking.org (Critical Thinking)
http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD)
Recognition Network (the what of learning)
Objective: TLWBAT analyze the Bill of Rights to understand their importance to the U.S. and how they protect the rights of the people.
Essential Question: How are the rights of the people protected by/from the Constitution?
Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights?
Representation – Students will examine a textbook copy of the Bill of Rights and the DMAE student handbook online via E-Chalk.
Expression – Students will complete graphic organizers comparing and contrasting. They will also create a visual representation of the Bill of Rights.
Engagement – Students will discuss giving up some of the Bill of Rights and will discuss amending the current school discipline policy.
Strategic Network (The How of Learning)
Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been put on the board, student will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS teacher will ask: "Which of these 10 would you be willing to give up? Which of these 10 would you not be willing to give up? Which would you fight for, die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of Rights effect Ms. Ashley and you in our personal lives? Compare and Contrast the Bill of Rights to the rights enjoyed at the EPSD.
Representation – Read, Discuss, Write, use laptops to access DMAE student handbook
Expression – Discussion (with partners, entire class and with teachers) and visual representations
Engagement – Discussion such as “Compare and Contrast the Bill of Rights with the rights enjoyed at the EPSD; Which Bill of Rights would you be willing to give up, negotiate, or not..” Students will discuss school wide discipline policies – pros and cons.
Affective Network (The Why of Learning)
Representation – Students will view and read a copy of the Bill of Rights and access the EPSD student handbook(via E-Chalk) to see the similarities and differences of rights and to demonstrate learning.
Expression - Students will complete graphic organizer and create a visual representation of all Bill of Rights to demonstrate learning.
Engagement – Students will engage in spirited discussions about giving up one or more of the Bill of Rights and discuss the pros and cons of the school discipline policy practices
I chose to re-create a recent lesson about the Bill of Rights. You will notice that I addressed the “what,” the “how,” and the “why” of learning by using at least two means of representation, expression, and engagement. My reflection is brief because I want to make sure that this information is posted. If you choose to read further, you will notice that this lesson was taught on yesterday in my US History I class.
||
DWIGHT MORROW HIGH SCHOOL
PRE-OBSERVATION CONFERENCE FORM
Name:_Willola M. Ashley
Grade/Class:Nine and Ten/ US History I_
Date of Observation:_3/25/2011
Period to be observed:_2
Please complete this form and send/present at the pre-observation meeting:
1. Instructional Objectives:TLWBATanalyze the Bill of Rights to understand their importance.
Essential Question: How are the rights of the people protected by/from the Constitution? Critical Thinking Standards: Fairness: Why is it important to know what rights are guaranteed by the Bill of Rights? _
2. Procedures/Activities: Do Now: “Choose one right you think you have in this school.” Anticipatory Set: Students will review the Bill of Rights and discuss the importance of having these rights. Students will read each of the 10 amendments and interpret their meaning in order to gain an understanding of what they mean. Headings for each amendment will be put on the board and students will fill in the appropriate information. Students will also make corrections when appropriate. When all information has been placed on the board, students will discuss the importance of the Bill of Rights and the role they play in their daily lives. ICS Teacher Ashley will ask: “Which of these 10 Bill of Rights would you be willing to give up? Which of these rights would you not be willing to give up? Which would you fight for or die for? Which are negotiable? Which are non negotiable? How do the Bill of Rights effect teachers and students in the EPSD? How do the Bill of rights effect Ms. Ashley and you in your personal lives? Compare and Contrast the Bill of Rights with the rights you enjoy in the EPSD? Day Two - Students will create a visual representation of each amendment on the Bill of Rights (10 total). These visuals must accurately show the amendments in use. Visuals must be in color and labeled with the appropriate amendment number on it.
Teach Skill: Students will analyze historical empathy, foreign relations, war and peace. The will be able to better understand the relevance of the essential question and the Critical Thinking Standard (Fairness) – “How are the rights of the people protected by/from the Constitution? Why is it important to know what rights are guaranteed by the Bill of Rights?
TLWBAT complete and exit ticket explaining three major things learned in class today at the conclusion of the class._
3. Materials: Textbooks, paper, pens/pencils, desktop computer with projector, and art supplies.
4.Assessments: Do Now Activity, Collaboration Skills, Oral Presentations, Exit Tickets
5. Previous lesson objectives within the past 1or 2 days: TLWBAT analyze the Bill of Rights to understand their importance to the US and how they protect the rights of the people.
6. Core Curriculum Content Standards:
Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic
S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinkgs: using critical vocabulary; S-35 Exploring Implications and Consequences
NJCCCS Power Standards - 6.1.12.A.2b Constitution and Bill of Rights
RECOMMENDED STRATEGIES UTILIZED: (please circle and elaborate)
Critical Thinking Strategies:_Students will demonstrate knowledge of fairness by analyzing the rights that are guaranteed by the Bill of Rights. _
Interdisciplinary Approach: Students will read, write, discuss and create visual representations of each amendment of the Bill of Rights.
Student Portfolios:
Technology-Based Instruction:_ _
Project-Based Learning:
Collaborative Learning: _Students will work in pairs .
Socratic Discussion:_
Student Self-Assessment:_Exit Tickets_
Multiple Intelligences: TLWBATread, write, work collaboratively, discuss with partner and with the entire class and create a visual representation of each of the 10 Bill of Rights. _
Student-Centered Classroom:_Students will be given a copy of the Bill of Rights, and will be asked to respond orally, in written form, and by creating a visual representation.
Teacher Self-Assessment:_Teacher will ask students to respond to essential questions throughout the lesson and teacher will ask students to complete an exit ticket at the conclusion of the lesson.__
Research-Based Learning:
Understanding by Design_This activity will help students to better understand the essential questions and the critical thinking standard – fairness. Students will better understand their rights guaranteed by the Bill of Rights. _
Essential Questions/Big Ideas:_Teacher will constantly refer to essential question and critical thinking standard – fairness - throughout the entire lesson.
Power Standards: NJCCCS Power Standards - 6.1.12.A.2b – Constitution and Bill of Rights__
Other:_ Universal International Standards: Clarity, Accuracy, Precision, Relevance, Breadth, Depth and Logic S-22 Listening Critically; S-9 Developing confidence in reason; S-14 Clarifying and Analyzing the Meanings of Words or Phrases; S-29 Noting Significant Similarities and Differences; S-28 Thinking Precisely about thinking: using critical vocabulary; S-35 Exploring Implications and Consequences __
Suggested Web Sites:
accesseric.org/index.html (Eric)
http://www.state.nj.us/education/ (NJ Dept. of Ed.)
criticalthinking.org (Critical Thinking)
http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf (UBD) v